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A new Assignment System for StudyNet

Introducing a new assignment system to meet increased demand for online hand-ins, streamline marking, and enhance student feedback. This system, incorporating new features and infrastructure, aims to improve marking efficiency and student satisfaction. Development progress includes piloting and planned full release in September 2010, with further updates in the pipeline. Embracing good feedback practices, the system offers benefits like consistency, reduced workload, and enhanced feedforward. Future development areas include more flexible assessment options and peer evaluation. References highlight principles for good assessment practices.

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A new Assignment System for StudyNet

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  1. A new Assignment System for StudyNet Meeting changed requirements for on-line hand-in Streamlining the marking and feedback process

  2. Drivers • Distance Learning to increase to 25% by 2015 (Strategic Plan) • Existing system not designed for heavy use • Only the OU have more online hand-ins • Increasing marking loads • Students asking for more feedback • A need for more flexible marking options

  3. Development Progress • Pilot currently running • Full release planned for September 2010 • Plans for further development after this initial release

  4. New Features for release in September - 1 • Allocation of Markers • Manual OR • Random allocation of students to chosen markers • Integration with Assignments Calendar • Assignments Calendar interface improvements

  5. New Features for release in September - 2 • Semi-automatic Feedback creation using predefined Feedback Schemes • Choice of Marking Schemes • Robust server architecture • Off line marking client

  6. New Features for release in September - 3 • Students are asked to reflect • When submitting an assignment • When getting marks and feedback • Graphs available to show statistics • Download of all submitted documents in a single zip file for submission to Turnitin

  7. New Assignments System Infrastructure

  8. Feedback Schemes • LTI have set up an initial scheme • Faculties can copy and adapt this scheme • Work to set up initially ... • ... but saves the marker lots of time • Should improve the student feedback experience

  9. Feedback Schemes • Consist of a number of skills and appropriate feedback statements • Marker selects a radio button reflecting student achievement for each skill • Initial feedback statement automatically generated • Marker personalises statement with references to student’s actual work

  10. Good Feedback Practice Good assessment and feedback practice should: 1 Help to clarify what good performance is(goals, criteria, standards) 2 Encourage 'time and effort' on challenging learning tasks 3 Deliver high-quality feedback information that helps learners to self-correct 4 Provide opportunities to act on feedback (to close any gap between current and desired performance) 5 Ensure that summative assessment has a positive impact on learning 6 Encourage interaction and dialogue around learning (peer and teacher-student) 7 Facilitate the development of self-assessment and reflection in learning 8 Give choice in the topic, method, criteria, weighting or timing of assessments 9 Involve students in decision-making about assessment policy and practice 10 Support the development of learning groups and learning communities 11 Encourage positive motivational beliefs and self-esteem 12 Provide information to teachers that can be used to help shape their teaching Nicol (2009) LTI Assessment guidance

  11. Benefits for all? Sufficient feedback on assignments was not always given and this could be improved on to ensure students improve their marks as opposed to always staying borderline and within the same percentage range • Consistency • Reduced marking burden for staff • Reduced administration • Feedforward • Helping and judging • Praising the work not the individual • Writing feedback for the student (not the moderators) • feedback statements The marking is hugely inconsistent and largely subjective Feedback could be given in more depth and detail

  12. Meeting principles of good practice • Provides prompt feedback • Helps to clarify what good performance is • Delivers high-quality feedback information that helps learners to self-correct • Facilitates the development of self-assessment and reflection in learning • Encourages positive motivational beliefs and self-esteem

  13. Show Graph

  14. Offline Marking Client • Download submissions for your assignment onto a laptop/tablet pc when you are in office (may take some time) • Mark where ever you can use the laptop/tablet pc • Reconnect to network and synchronise

  15. Future Areas for Development • More flexible assessment paths • Peer assessment • Blind second marking • Moderation

  16. References • Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin,39(7), 3–7. • Engaging Students with Assessment Feedback - Final Report for FDTL5 Project 144/03 – June 2008 https://mw.brookes.ac.uk/download/attachments/2851361/FDTL_FeedbackProjectReportApril2009.pdf?version=1 • Nicol, D. (2009) http://www.reap.ac.uk/resourcesPrinciples.html. Accessed on 28 February 2010

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